How to shift from Paragraphing to "The Rebel"
By D. Reaman
Objectives:
1: To review the requirements for paragraphs (topic sentence and main components) and introduce paragraph coherence, focusing on logical order, review and transition of sentences.
2: To discuss the ten requirements for the final check that will help students create complete, well-written paragraphs.
3: Using a reader-response handout and a model for an open mind exercise, students will explore their interpretations of a short story, Jack Londonís "The Rebel," following a silent reading.
Rationale:
Students need the necessary skills to develop related and complete paragraphs in order to successfully communicate their thoughts through writing. By learning paragraphing skills, students are better prepared to write and meet the required standards.
Students can further learn good writing skills by reading the works of many authors. By interpreting a work through various methods, they can better respond and relate to a work and improve their personal writing skills.
Procedure:
1: In a group discussion, review previous work covered in "The Paragraph," namely topic sentence and how it can be compared to the human spine; related sentences; introduction, body, and conclusion.
2: Present the concept of paragraph coherence as listed on "The Paragraph" and go through the two exercises provided, the first as a group, the second in pairs.
3: Continue with a discussion on the final rule: check for fragments or run-on sentences. Explain how transitions can be built using the list provided, allowing students to make reading easier for the reader.
4: Conclude with the final check, emphasizing the ten components necessary for a paragraph for review.
5: Introduce Jack Londonís "The Rebel," explaining how the story offers an
example of a boy living during the Industrial Revolution, a topic currently being covered in social studies. Explain how the class will analyze how the character feels.
6: Conduct a silent reading.
7: Present a worksheet for reader-response, providing five actual quotes from the main character, Johnny, and soliciting the studentsí interpretation. Students will be told that their responses will be shared in a group discussion to explore how they interpret what the character says and how he feels.
8: After 10 minutes of independent work, students will share their responses to the quotes provided.
9: Provide an outline of Johnnyís head for an "open mind" exercise. Students will write or draw what they feel is going on in Johnnyís mind during the climax, the point where he proclaims that he will not be returning to work again and that he will seek out happiness from life, far away from the hard life he lived. Students should begin the work in class and, if necessary, complete at home.
Materials:
"The Paragraph," a handout
"The Rebel" b n mind handout.